Care and Value-Creating Education Put Into Action in Brazil: A Narrative Inquiry
DOI:
https://doi.org/10.32674/jise.v9iSI.1862Keywords:
value-creating education, culture of care, narrative inquiry, Soka education, BrazilAbstract
This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in São Paulo, Brazil, as well as volunteers through a program called “Soka Education in Action.” Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students’ academic and personal growth and development, as well as educators’ professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field. The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.
Downloads
Download data is not yet available.
References
Alder, N. (2002, March). Interpretations of the meaning of care: Creating caring relationships in urban middle school classrooms. Urban Education, 37(2), 241-266.
Bhabha, H. (1994). The location of culture. New York, NY: Routledge
Clandinin, D. J. (2015). From teacher thinking to teachers and teaching: The evolution of
a research community. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.). Advances in research on teaching (pp. 67-95). Bingley, UK: Emerald Group Publishing.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W.
Jackson (Ed). Handbook of research on curriculum (pp. 363-461). New York, NY: Macmillan.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry.
Educational Researcher, 19(5), 2-14.
Cooper, B. (2004, September). Empathy, interaction and caring: Teachers' roles in a constrained environment. Pastoral Care, 12-21.
Cooper, J. (2007). Cognitive dissonance: Fifty years of a classic theory. Thousand Oaks,
CA: Sage.
Craig, C. J. (2013). Teacher education and the best-loved self. Asia Pacific Journal of Education, 33(3), 261–272. https://doi.org/10.1080/02188791.2013.788476
Craig, C. J., & Ross, V. (2008). Cultivating the image of teachers as curriculum makers.
In F. M. Connelly (Ed.), Sage handbook of curriculum and instruction (pp. 282–305). Thousand Oaks, CA: Sage.
Dewey, J. (1897). My pedagogic creed. The School Journal, LIV(3), 77-80.
Eisner, E. (1988). The primacy of experience and the politics of method. Educational
Researcher 17(5), 15-20.
Goulah, J. (2010). From (harmonious) community life to (creative) coexistence: Considering Daisaku Ikeda’s educational philosophy in the Parker, Dewey, Makiguchi, and Ikeda “reunion.” Schools: Studies in Education, 7(2), 253–275
Hayes, C. B., Ryan, A., & Zseller, E. B. (1994, November). The middle school child's
preceptions of caring teachers. American Journal of Education, 103(1), 1-19.
Ikeda, D. (2009). Foreword. Educational Studies: A Journal of the American Educational Studies Association, 45(2), 111-114. doi: 10.1080/00131940902762128.
Ikeda, D. (2010). Soka education: For the happiness of the individual. Santa Monica, CA: Middleway Press.
Knight, M. G. (2004, September). Sensing the urgency: Envisioning a black humanist vision of care in teacher education. Race, Ethnicity and Education, 7(3), 211-225.
Makiguchi, T. (2015). On attitudes toward education: The attitude toward guiding learning and the attitude toward learning. Schools: Studies in Education, 12(2), 244–251. (Original work published 1936)
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.).
Los Angeles, CA: Sage.
Nagashima, J. T. (2012). Daisaku Ikeda’s philosophy of Soka education in practice: A
narrative analysis of culturally specific language. Critical Inquiry in Language
Studies, 9(1-2), 132-151.
Narinasamy, I., & Mamat, W. H. (2013, December 26). Caring teacher in developing empathy in moral education. The Malaysian Online Journal of Educational Science, 1(1), 1-19.
Noddings, N. (2007). Teaching themes of care. In B. Lerner, & L. K. Terry, Character (Vol. 14, pp. 1-5). Boston, MA: Association for Supervision and Curriculum Development Character Education Network and Center for the Advancement of Ethics and Character at the School of Education at Boston University.
Noddings, N., & Shore, P. (1984). Awakening the inner eye: Intuition in education. New York:
Teacher College Press
Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of
teachers’ knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17, 667–684.
Pereira, R. A. (2008). The transplantation of Soka Gakkai to Brazil: Building "the closest organization to the heart of Ikeda-Sensei.” Japanese Journal of Religious Studies, 35(1), 95–113. Retrieved from http://www.jstor.org/stable/30234503
Schwab, J. T. (1954). Eros and education: A discussion of one aspect of discussion. The
Journal of General Education, 8(1), 51-71.
Sharma, N. (2011). Revisiting the concept of dialogue in global citizenship education. International Journal of Development Education and Global Learning, 3(2), 5-19.
Soka Gakuen Educational Foundation. (2009). Soka gakuen: A system for cultivating human values. Tokyo, Japan: Author.
Unger, F., & Ikeda, D. (2016). The humanist principle: On compassion and tolerance. London, England: I. B. Tauris Co. & Ltd.
Wilde, S. (2013). Care in education: Teaching with understanding and compassion. New York, NY: Taylor & Francis.
Bhabha, H. (1994). The location of culture. New York, NY: Routledge
Clandinin, D. J. (2015). From teacher thinking to teachers and teaching: The evolution of
a research community. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.). Advances in research on teaching (pp. 67-95). Bingley, UK: Emerald Group Publishing.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W.
Jackson (Ed). Handbook of research on curriculum (pp. 363-461). New York, NY: Macmillan.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry.
Educational Researcher, 19(5), 2-14.
Cooper, B. (2004, September). Empathy, interaction and caring: Teachers' roles in a constrained environment. Pastoral Care, 12-21.
Cooper, J. (2007). Cognitive dissonance: Fifty years of a classic theory. Thousand Oaks,
CA: Sage.
Craig, C. J. (2013). Teacher education and the best-loved self. Asia Pacific Journal of Education, 33(3), 261–272. https://doi.org/10.1080/02188791.2013.788476
Craig, C. J., & Ross, V. (2008). Cultivating the image of teachers as curriculum makers.
In F. M. Connelly (Ed.), Sage handbook of curriculum and instruction (pp. 282–305). Thousand Oaks, CA: Sage.
Dewey, J. (1897). My pedagogic creed. The School Journal, LIV(3), 77-80.
Eisner, E. (1988). The primacy of experience and the politics of method. Educational
Researcher 17(5), 15-20.
Goulah, J. (2010). From (harmonious) community life to (creative) coexistence: Considering Daisaku Ikeda’s educational philosophy in the Parker, Dewey, Makiguchi, and Ikeda “reunion.” Schools: Studies in Education, 7(2), 253–275
Hayes, C. B., Ryan, A., & Zseller, E. B. (1994, November). The middle school child's
preceptions of caring teachers. American Journal of Education, 103(1), 1-19.
Ikeda, D. (2009). Foreword. Educational Studies: A Journal of the American Educational Studies Association, 45(2), 111-114. doi: 10.1080/00131940902762128.
Ikeda, D. (2010). Soka education: For the happiness of the individual. Santa Monica, CA: Middleway Press.
Knight, M. G. (2004, September). Sensing the urgency: Envisioning a black humanist vision of care in teacher education. Race, Ethnicity and Education, 7(3), 211-225.
Makiguchi, T. (2015). On attitudes toward education: The attitude toward guiding learning and the attitude toward learning. Schools: Studies in Education, 12(2), 244–251. (Original work published 1936)
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.).
Los Angeles, CA: Sage.
Nagashima, J. T. (2012). Daisaku Ikeda’s philosophy of Soka education in practice: A
narrative analysis of culturally specific language. Critical Inquiry in Language
Studies, 9(1-2), 132-151.
Narinasamy, I., & Mamat, W. H. (2013, December 26). Caring teacher in developing empathy in moral education. The Malaysian Online Journal of Educational Science, 1(1), 1-19.
Noddings, N. (2007). Teaching themes of care. In B. Lerner, & L. K. Terry, Character (Vol. 14, pp. 1-5). Boston, MA: Association for Supervision and Curriculum Development Character Education Network and Center for the Advancement of Ethics and Character at the School of Education at Boston University.
Noddings, N., & Shore, P. (1984). Awakening the inner eye: Intuition in education. New York:
Teacher College Press
Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of
teachers’ knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17, 667–684.
Pereira, R. A. (2008). The transplantation of Soka Gakkai to Brazil: Building "the closest organization to the heart of Ikeda-Sensei.” Japanese Journal of Religious Studies, 35(1), 95–113. Retrieved from http://www.jstor.org/stable/30234503
Schwab, J. T. (1954). Eros and education: A discussion of one aspect of discussion. The
Journal of General Education, 8(1), 51-71.
Sharma, N. (2011). Revisiting the concept of dialogue in global citizenship education. International Journal of Development Education and Global Learning, 3(2), 5-19.
Soka Gakuen Educational Foundation. (2009). Soka gakuen: A system for cultivating human values. Tokyo, Japan: Author.
Unger, F., & Ikeda, D. (2016). The humanist principle: On compassion and tolerance. London, England: I. B. Tauris Co. & Ltd.
Wilde, S. (2013). Care in education: Teaching with understanding and compassion. New York, NY: Taylor & Francis.
Additional Files
Published
2020-07-16
Issue
Section
Soka Approaches in Education (Published)
How to Cite
Care and Value-Creating Education Put Into Action in Brazil: A Narrative Inquiry. (2020). Journal of Interdisciplinary Studies in Education, 9(SI), 14-32. https://doi.org/10.32674/jise.v9iSI.1862
